OREM'S "SELF-CARE MODEL" OF NURSING PRACTICE: IMPLICATIONS FOR PROGRAM DEVELOPMENT IN CONTINUING EDUCATION IN NURSING.
Contributors: Temple University.
Published: 1987
Number of pages: 119
Subjects: Education, Adult and Continuing.; Health Sciences, Nursing.
Description: The purpose of this study was to describe the Orem "Self-Care Model" of nursing practice and its basic problem to derive implications for program development in the area of continuing education in nursing. To accomplish this, the "Self-Care" perspective of Orem was examined within the parameters of the Mickelson "Rationale for Program Development.".

Orem's "Self-Care Model", as advanced in Nursing: Concepts of Practice, 1985, served as source for the description. The model is structured on three major premises about the individual and multiperson units and their legitimate requirements for nursing. These premises are: (1) the Theory of Self-Care Deficit, cornerstone of the model, which is predicated on the requirements for nursing because of inability to perform self-care due to health-derived or health-related limitation(s); (2) the Theory of Self-Care which posits that maturing or mature individuals deliberately learn and perform actions directed at self for their survival, quality of life, health and well-being; and (3) the Theory of Nursing Systems which establishes that the product of nursing is nursing system(s), whereby nurses via the nursing process help "legitimate" individuals meet their self-care requisites and achieve self-care or dependent-care abilities.

Mickelson's "Rationale for Program Development" focuses on four major components addressed as curriculum, instruction, milieu and evaluation for the formation, implementation and evaluation of an educational program, with each component consisting of three descriptive elements.

The Orem Self-Care Model as basis for program development in continuing education in nursing applied to the Mickelson "Rationale" warrants the following conclusions: (1) The Orem Self-Care Model of nursing practice provides a very strong basis for program development in continuing education since the three theoretical constructs of the model define the content of the discipline and systematize the development of nursing competencies. (2) Provisions for the programmatic elements--instructional strategies, milieu organization, and assessment procedures--although not addressed in the Orem Self-Care Model, may be inferred from the specifics of content-knowledge and subject matter. (3) The development of the instruction, the milieu, and the evaluation components of the Orem Self-Care Model is enhanced by the breadth and clarity of the curriculum component as elicited from the Mickelson "Rationale.".
Notes: Source: Dissertation Abstracts International, Volume: 48-02, Section: A, page: 0284.

Thesis (ED.D.)--TEMPLE UNIVERSITY, 1987.

School code: 0225.